Information skills Students should be able to: • identify the requirements of different forms of presentation • consider the nature of the audience for the presentation • select a form and style of presentation appropriate to the audience and the content of the material • prepare the presentation • present the information
Steps in the process • What will I do with this information? • With whom will I share this information?
Information skills Students should be able to: • review the extent to which the end product meets the requirements of the task • assess their use of this process in completing the task • examine strengths and weaknesses in specific information skills • identify increases in knowledge • set personal goals for the further development of information skills.
Steps in the process • Did I fulfil my purpose? • How did I go - with each step of the information process? • How did I go - presenting the information? • Where do I go from here?
Information skills Students should be able to: • begin to analyse the usefulness of each source • use key words to locate potentially useful information within sources • skim each source for information • identify information that has links with the task • assess and respect privacy and ownership of information • decide what to do about deficiencies within information • decide whether information is closer to fact or opinion • assess the credibility of sources which express opinion • identify inconsistency and bias in sources • devise a system for recording and synthesising information • summarise information • record quotations and sources of information
Information skills Students should be able to: • relate the task to their learning • clarify the meanings of the words of the task • identify and interpret key words and ideas in the task • state the task in their own words • work out the parts of the task
Steps in the process • What do I already know • What do I still need to find out? • What sources and equipment can I use?
Steps in the process • What is my purpose? • Why do I need to find this out? • What are the key words and ideas of the task? • What do I need to do?
Information skills Students should be able to: • recall relevant information and skills from previous experience • recognise strengths and limitations of current knowledge and decide whether additional information and/or skills are needed • limit an investigation to a manageable size • identify possible sources (people, organisations, places, print, electronic materials, objects) • recognise the relative worth of sources • select the best of these sources to use • locate sources and appropriate equipment • use appropriate equipment • record details of sources that are used
Steps in the process • What information can I leave out? • How relevant is the information I have found? • How credible is the information I have found? • How will I record the information I need?
Information skills Students should be able to: • review the purpose of the task • combine the information into larger units of information • combine the units of information into a structure • review the structure in light of the purpose of the task • adjust the structure where necessary
Information skills
Students should be able to:
• identify the requirements of different forms of presentation
• consider the nature of the audience for the presentation
• select a form and style of presentation appropriate to the audience and the content of the material
• prepare the presentation
• present the information
Steps in the process
• What will I do with this information?
• With whom will I share this information?
Information skills
Students should be able to:
• review the extent to which the end product meets the requirements of the task
• assess their use of this process in completing the task
• examine strengths and weaknesses in specific information skills
• identify increases in knowledge
• set personal goals for the further development of information skills.
Steps in the process
• Did I fulfil my purpose?
• How did I go - with each step of the information process?
• How did I go - presenting the information?
• Where do I go from here?
Information skills
Students should be able to:
• begin to analyse the usefulness of each source
• use key words to locate potentially useful information within sources
• skim each source for information
• identify information that has links with the task
• assess and respect privacy and ownership of information
• decide what to do about deficiencies within information
• decide whether information is closer to fact or opinion
• assess the credibility of sources which express opinion
• identify inconsistency and bias in sources
• devise a system for recording and synthesising information
• summarise information
• record quotations and sources of information
Information skills
Students should be able to:
• relate the task to their learning
• clarify the meanings of the words of the task
• identify and interpret key words and ideas in the task
• state the task in their own words
• work out the parts of the task
Steps in the process
• What do I already know
• What do I still need to find out?
• What sources and equipment can I use?
Steps in the process
• What is my purpose?
• Why do I need to find this out?
• What are the key words and ideas of the task?
• What do I need to do?
Information skills
Students should be able to:
• recall relevant information and skills from previous experience
• recognise strengths and limitations of current knowledge and decide whether additional information and/or skills are needed
• limit an investigation to a manageable size
• identify possible sources (people, organisations, places, print, electronic materials, objects)
• recognise the relative worth of sources
• select the best of these sources to use
• locate sources and appropriate equipment
• use appropriate equipment
• record details of sources that are used
Steps in the process
• What information can I leave out?
• How relevant is the information I have found?
• How credible is the information I have found?
• How will I record the information I need?
Information skills
Students should be able to:
• review the purpose of the task
• combine the information into larger units of information
• combine the units of information into a structure
• review the structure in light of the purpose of the task
• adjust the structure where necessary
Steps in the process
• Have I enough information for my purpose?
• Do I need to use all this information?
• How can I best combine information from different sources?
What did I learn from this?
Assessing
Presenting
How can I present this information?
Where can I find the information I need?
Locating
What do I really want to find out?
Defining
What information do I really need to use?
Selecting
How can I use this information
Organising
The Information Process (ISP)Information skills in the school
Quality Teaching
Quality Teaching
Quality Teaching
Quality Teaching
Quality Teaching
Quality Teaching
© State of New South Wales through the NSW Department of Education and Training, 2007
http://www.curriculumsupport.education.nsw.gov.au/schoollibraries/index.htm